IMPLEMENTASI MBKM PADA PROGRAM STUDI PENDIDIKAN AGAMA ISLAM (STUDI KOMPERATIF ANTARA UNIVERSITAS SERAMBI MEKKAH DAN UNIVERSITAS MUHAMMADIYAH ACEH)

Abstrak

Dalam era transformasi pendidikan yang signifikan, inisiatif Program Merdeka Belajar - Kampus Merdeka (MBKM) oleh pemerintah Indonesia bertujuan untuk merevitalisasi ekosistem pendidikan tinggi. Penelitian ini bertujuan untuk menyelidiki tantangan dan peluang dalam implementasi kurikulum yang responsif terhadap kebutuhan akademik dan profesional yang dinamis. Dengan fokus pada Universitas Muhammadiyah Aceh dan Universitas Serambi Mekkah, khususnya pada Program Studi Pendidikan Agama Islam, penelitian ini berusaha mengeksplorasi dan membandingkan penerapan prinsip-prinsip MBKM dalam kurikulum kedua universitas tersebut. Selain itu, penelitian ini mengidentifikasi dan menganalisis hambatan dalam mengimplementasikan kebijakan, kajian ini menggunakan metode kombinasi (Mixed Method). Hasil penelitian ini menunjukkan bahwa 1).  Implementasi MBKM pada Universitas Serambi Mekkah menghadapi beberapa tantangan, termasuk kurangnya persiapan dan perencanaan yang matang. Meskipun demikian, upaya promosi kepada mahasiswa telah dilakukan dengan serius. Namun, kebijakan mengenai hak belajar selama 3 semester di luar program studi belum sepenuhnya diterapkan. Program yang telah diikuti oleh Universitas Serambi Mekkah mencakup asistensi mengajar di satuan pendidikan, pertukaran pelajar. Untuk program pertukaran pelajar dan asistensi belajar di satuan pendidikan, konversi SKS telah mulai diterapkan. implementasi MBKM di Universitas Muhammadiyah Aceh menunjukkan pendekatan yang lebih terstruktur dalam sosialisasi kepada dosen dan mahasiswa, mengikuti prinsip MBKM yang memfokuskan pada kebebasan belajar, partisipasi aktif, dan dukungan lingkungan akademik yang kondusif. Kebijakan hak belajar 3 semester di luar jurusan telah berhasil diterapkan. Program yang telah diikuti meliputi pertukaran pelajar, magang, Studi Independen Bersertifikat (MSIB), Kampus Mengajar/Asisten Mengajar di satuan pendidikan, dan Wirausaha Merdeka. 2). Komparasi Implementasi MBKM pada Program Studi Pendidikan Agama Islam di Universitas Serambi Mekkah dan Universitas Muhammadiyah Aceh mengungkap perbedaan dan persamaan signifikan. Terdapat tiga perbedaan utama, mencakup tingkat kesiapan, penerapan hak belajar selama tiga semester di luar program studi, serta jenis program yang diikuti. Sementara itu, dua persamaan mencolok meliputi aspek konversi nilai dan efektivitas sosialisasi program MBKM. 3. Faktor Keberhasilan dan Penghambat Implementasi MBKM pada Program Studi Pendidikan Agama Islam di Universitas Serambi Mekkah dan Universitas Muhammadiyah Aceh diantaranya: faktor keberhasilannya yaitu adanya peningkatan keterlibatan mahasiswa, pembentukan aspek sosial mahasiswa, pengurangan mata kuliah dan perubahan bentuk pembelajaran, peningkatan prestasi akademis atau motivasi dan peningkatan daya saing aktivitas mahasiswa. Sedangkan faktor penghambatnya yaitu pengurangan mata kuliah, tidak sesuainya penempatan mahasiswa, ketidaktersediaan tempat tinggal.

In the era of significant educational transformation, the initiative of the Independent Learning Program - Independent Campus (MBKM) by the Indonesian government aims to revitalize the higher education ecosystem. This research aims to investigate the challenges and opportunities in implementing a curriculum that is responsive to dynamic academic and professional needs. With a focus on Muhammadiyah University Aceh and Serambi Mekkah University, particularly in the Islamic Religious Education Study Program, this research seeks to explore and compare the implementation of MBKM principles in the curricula of both universities. Additionally, this research identifies and analyzes barriers to policy implementation, using a mixed-method approach. The results of this research indicate that 1) The implementation of MBKM at Serambi Mekkah University faces several challenges, including a lack of thorough preparation and planning. Nevertheless, serious efforts have been made to promote awareness among students. However, the policy regarding the right to study for 3 semesters outside the study program has not been fully implemented. Programs undertaken by Serambi Mekkah University include teaching assistance in educational units, student exchange programs. For student exchange programs and teaching assistance in educational units, credit conversion has begun to be implemented. The implementation of MBKM at Muhammadiyah University Aceh shows a more structured approach in socializing to lecturers and students, following MBKM principles that focus on freedom of learning, active participation, and conducive academic support. The policy of studying for 3 semesters outside the department has been successfully implemented. Programs undertaken include student exchange, internships, Certified Independent Studies (MSIB), Campus Teaching/Teaching Assistant in educational units, and Independent Entrepreneurship. 2) The comparison of MBKM implementation in the Islamic Religious Education Study Program at Serambi Mekkah University and Muhammadiyah University Aceh reveals significant differences and similarities. There are three main differences, including the level of readiness, the implementation of the right to study for three semesters outside the study program, and the types of programs undertaken. Meanwhile, two notable similarities include aspects of credit conversion and the effectiveness of MBKM program socialization. 3) Success and inhibiting factors in the implementation of MBKM in the Islamic Religious Education Study Program at Serambi Mekkah University and Muhammadiyah University Aceh include: success factors such as increased student engagement, the formation of student social aspects, reduction of courses, and changes in learning forms, academic achievement or motivation improvement, and increased competitiveness of student activities. Meanwhile, inhibiting factors include course reductions, mismatched student placements, and unavailability of accommodation.